Students’ Perceptions of Learning Success: Comparative Trends in NAMA Schools Across Tanzania, Indonesia, and Kyrgyzstan (2021–2022)

Abstract

This paper examines students' perceptions of learning success in NAMA schools across Indonesia, Kyrgyzstan, and Tanzania between 2021 and 2022, following the implementation of the NAMA Foundation’s 2019–2023 Strategic Plan and the ROOTS (Roadmap of Outstanding Educators) project. Data were collected through a NAMA-developed questionnaire designed to evaluate students' perceptions of their learning experiences, focusing on ten indicators of learning success. In 2021, the respondents comprised 4,117 students from 63 Islamic schools across Indonesia (38%), Tanzania (33%), and Kyrgyzstan (29%), while in 2022 a smaller number of students responded to the survey (N = 905), with the following breakdown: Indonesia (40%), Tanzania (31%), and Kyrgyzstan (29%). Data were analyzed descriptively using frequencies, percentages, means, and standard deviations. The results reveal substantial disparities among the three countries. Indonesia demonstrated the most substantial improvements, with marked enhancements in collaborative, reflective, and problem-solving skills. Kyrgyzstan showed moderate gains, particularly in collaborative activities and real-world application projects, but a decline in reflective practices. In contrast, Tanzania experienced marked declines across most indicators, including understanding lessons and computer skills. The results show that capacity-building initiatives like ROOTS are useful targeted interventions in underperforming regions to ensure equitable learning success.